Relevant bibliographies by topics / National school lunch program

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'National school lunch program'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "National school lunch program"

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Rainville, Alice Jo. "National School Lunch Program for All." Archives of Pediatrics & Adolescent Medicine 165, no. 11 (November 1, 2011): 1051. http://dx.doi.org/10.1001/archpediatrics.2011.181.

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Pyles, Jennifer, and Jennifer Lobick. "Examination of The National School Lunch Program." Nutritional Anthropology 24, no. 2 (September 2001): 15–20. http://dx.doi.org/10.1525/nua.2001.24.2.15.

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Hernandez, Daphne C. "National School Lunch Program for All—Reply." Archives of Pediatrics & Adolescent Medicine 165, no. 11 (November 1, 2011): 1051. http://dx.doi.org/10.1001/archpediatrics.2011.182.

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Black, Jennifer L., Rachel Mazac, Amber Heckelman, and Sinikka Elliott. "Unwrapping school lunch." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 9, no. 2 (July 15, 2022): 276–98. http://dx.doi.org/10.15353/cfs-rcea.v9i2.544.

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Students are important stakeholders in school food programs. Yet children’s daily experiences and voices are often overlooked in advocacy around school food. In Canada, where the federal government recently expressed interest in creating a National School Food Program, nearly no research has documented the first-hand experiences of children during lunch. This ethnographic study draws on data collected during 36 lunchtimes in three Canadian schools during a transitional period in a school district’s lunch program. The findings unwrap the powerful role of students’ perceptions of and relationships to food in shaping their social interactions, and their sense of care, connection, and identity. Classroom observations coupled with photos of school lunches demonstrate the wide diversity of foods eaten at school and the nuanced, complex, and sometimes divergent meanings children give to food, school lunch and the people involved in preparing, serving, supervising, and sharing lunchtime experiences. Students demonstrated in-depth knowledge of the food choices and attitudes of their peers and actively marked out their identities vis-à-vis food. Students frequently talked about food as a site of care and support, and both the social relationships and care work that played out were a major part of school lunch experiences. Understanding the intricacies of children’s school lunch experiences, including the relationships, meanings, and values that shape school lunch, will be critical for creating robust school food programs and policies in Canada that better serve the needs of children and reduce rather than reproduce existing health and social inequalities.
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Cullen, Karen W., Kathleen B. Watson, and Jayna M. Dave. "Middle-school students’ school lunch consumption does not meet the new Institute of Medicine's National School Lunch Program recommendations." Public Health Nutrition 14, no. 10 (April 19, 2011): 1876–81. http://dx.doi.org/10.1017/s1368980011000656.

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AbstractObjectiveTo compare the school lunch consumption of Texas middle-school students with the 2009 Institute of Medicine's (IOM) school meal report recommendations. These new lunch menu patterns increase fruit to one serving and vegetables to two servings, with 50 % wholegrain food.DesignLunch food records were collected from middle-school students from four schools in south-east Texas in the spring of 2008, and entered into the Nutrition Data System for Research software. Average intake was calculated for those consuming meals according to the National School Lunch Program (NSLP; n 5414) and for those consuming lunch from other sources (n 239). The percentage of students selecting each food group was calculated.SettingMiddle schools in south-east Texas.SubjectsMiddle-school students in south-east Texas.ResultsStudents consuming NSLP meals reported consuming almost --><$>\tfrac{1}{2}<$><!-- serving of fruit, --><$>\tfrac{3}{4}<$><!-- serving of vegetables, 8 oz of milk and --><$>\tfrac{1}{3}<$><!-- serving of whole grains at lunch. Non-NSLP consumers reported almost no intake of fruit, vegetables or milk, and consumed --><$>\tfrac{1}{4}<$><!-- serving of whole grains at lunch. Among NSLP consumers, about 40 % selected and consumed a fruit serving. About two-thirds of students selected a vegetable, consuming about 67 %. Less than 4 % selected a dark green or orange vegetable.ConclusionsStudents’ lunch intake did not meet the new IOM recommendations. Few students selected dark green or orange vegetables, and only 40 % selected fruit. Whole grains consumption was low. Interventions with all stakeholders will be necessary to improve students’ food and beverage selections overall when school meal patterns are revised.
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Martin, Josephine. "The National School Lunch Program — A Continuing Commitment." Journal of the American Dietetic Association 96, no. 9 (September 1996): 857–58. http://dx.doi.org/10.1016/s0002-8223(96)00235-0.

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Gleason, P. M. "Participation in the National School Lunch Program and the School Breakfast Program." American Journal of Clinical Nutrition 61, no. 1 (January 1, 1995): 213S—220S. http://dx.doi.org/10.1093/ajcn/61.1.213s.

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Hoelscher, Deanna M., Paul Mitchell, Johanna Dwyer, John Elder, Ann Clesi, and Patricia Snyder. "How the Catch Eat Smart Program Helps Implement the USDA Regulations in School Cafeterias." Health Education & Behavior 30, no. 4 (August 2003): 434–46. http://dx.doi.org/10.1177/1090198103253517.

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This article describes the implementation of the U.S. Department of Agriculture's National School Lunch Program (NSLP) standards in school lunch menus in 56 intervention and 20 control schools from the Child and Adolescent Trial for Cardiovascular Health (CATCH) 5 years after the main trial, compared with 12 schools previously unexposed to CATCH. School food service personnel completed questionnaires to assess CATCH guideline implementation, demographic data, behavioral constructs, training, program material use, and par ticipation in competing programs. Five days of menus and recipes were collected from school cafeteria staff, averaged, and compared to USDA School Meal Initiative (SMI) standards. Significant differences between intervention and unexposed schools were found for training and knowledge of CATCH and in mean percentage energy from fat and carbohydrates. Intervention schools most closely met USDA SMI recommendations for fat. Thus, the CATCH Eat Smart Program assisted school cafeterias in meeting USDA guidelines 5 years postimplementation.
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Smith, Stephanie L., and Leslie Cunningham-Sabo. "Food choice, plate waste and nutrient intake of elementary- and middle-school students participating in the US National School Lunch Program." Public Health Nutrition 17, no. 6 (July 18, 2013): 1255–63. http://dx.doi.org/10.1017/s1368980013001894.

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AbstractObjectiveTo (i) evaluate food choices and consumption patterns of elementary- and middle-school students who participate in the National School Lunch Program (NSLP) and (ii) compare students’ average nutrient intake from lunch with NSLP standards.DesignPlate waste from elementary- and middle-school students’ lunch trays was measured in autumn 2010 using a previously validated digital photography method. Percentage waste was estimated to the nearest 10 % for the entrée, canned fruit, fresh fruit, vegetable, grain and milk. Univariate ANOVA determined differences in percentage waste between schools, grades and genders. Daily nutrient intake was calculated using the district's menu analysis and percentage waste.SettingElementary and middle schools in northern Colorado (USA).SubjectsStudents, grades 1–8.ResultsPlate waste was estimated from 899 lunch trays; 535 elementary- and 364 middle-school students. Only 45 % of elementary- and 34 % middle-school students selected a vegetable. Elementary-school students wasted more than a third of grain, fruit and vegetable menu items. Middle-school students left nearly 50 % of fresh fruit, 37 % of canned fruit and nearly a third of vegetables unconsumed. Less than half of the students met the national meal standards for vitamins A and C, or Fe.ConclusionsFew students’ lunch consumption met previous or new, strengthened NSLP lunch standards. Due to the relatively low intake of vegetables, intakes of vitamins A and C were of particular concern. Effective behavioural interventions, combined with marketing, communications and behavioural economics, will likely be necessary to encourage increased vegetable intake to meet the new meal standards.
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Cox, Ginnefer, Allie Lindke, Debra Morris, Travis Smith, and Caree Cotwright. "Sensory Evaluation of Plant-Based Protein Entrees for the National School Lunch Program." Current Developments in Nutrition 5, Supplement_2 (June 2021): 579. http://dx.doi.org/10.1093/cdn/nzab044_010.

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Abstract Objectives To assess the acceptability of two newly developed plant-based protein entrees to be served in the National School Lunch Program (NSLP) among middle school students in the state of Georgia. Methods Two newly developed plant-based entrees (sweet potato chili fries, lentil-based sloppy joes) were introduced at lunch and sensory evaluation was conducted using a nine-point hedonic scale were used to evaluate overall liking (OL) and specific sensory attributes (appearance, flavor, texture) of lunch entrees immediately following lunch. Recipe formulations were designed to meet NSLP standards, to address the recent popularity of plant-based meat alternatives, and to incorporate the flavor preferences of student populations. Sensory evaluation of both plant-based entrees and all other entrees sold at lunch or brought from home were assessed. Results A total of 964 sensory evaluations were collected from middle school students in grades 6–8 in the Jackson County School District in Jefferson, Georgia. The plant-based entrees had a mean OL = 2.43, appearance = 3.00, texture = 3.58, flavor = 2.63. The regular hotline entrees had a mean OL = 5.66, appearance = 5.21, texture = 5.16, flavor = 5.75. A la carte entrees had a mean OL = 6.07, appearance = 5.65, texture = 5.64, flavor = 5.95. Entrees brought from home had a mean OL = 8.14, appearance = 7.82, texture = 7.84, flavor = 8.19. Regressions and t-tests were used to determine significant differences in waste using the statistical software Stata. Conclusions Little research has been conducted utilizing sensory evaluation to determine student liking of plant-based entrees. Plant-based entrees were liked least out of all entrees offered at school or brought from home. Sensory evaluation may be utilized to develop healthy school meals, ensure recipes are responsive to the taste preferences of children and profitable on the school lunch menu. Funding Sources Jackson County School District, Georgia Department of Education.
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Dissertations / Theses on the topic "National school lunch program"

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Keller, Jessica. "Middle school students’ perceptions and beliefs about the National School Lunch Program." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15558.

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Master of Science
Department of Hospitality Management and Dietetics
Kevin L. Sauer
The National School Lunch Program (NSLP) seeks to provide nutritionally balanced, low-cost or free lunches to more than 31 million children daily. With the recent increase in childhood obesity, school nutrition programs must follow strict nutrient guidelines in meal preparation. As nutrient requirements have changed, participation in the NSLP has also decreased, especially among older students. To recover lost revenue, many schools offer al a carte items or other snack items often characterized as high in calories, fat, and carbohydrates. The NSLP provides meals with a balance of vegetables, fruits, whole grains, and low-fat and fat-free milk. Some research suggests that unintentional stereotypes or social stigmas exist about the NSLP program among participants. Al a carte and vending machine food options have influenced these stereotypes and in some cases have deterred students from participating in the NSLP. Research about stigma association with the NSLP is scarce and not current. This study investigated if social stigmas exist about the NSLP and their influence on student participation. Middle school students in Kansas comprised the population for this study. A survey instrument was drafted using themes identified from existing research. In addition to demographic variables, the survey contained statements that examined factors that motivate and de-motivate students from participating in the NSLP, and statements about social stigmas and peer influence. A panel of child nutrition program experts and a pilot study with middle school students were used to refine and validate the survey. The survey was distributed to middle school students in thirteen Family and Consumer Science classes in Kansas. A total of 559 students responded to the survey for a response rate of 48%. This study found that few of the motivator statements correlated with participation in the NSLP. However, preference for snack foods was identified as the largest deterrent in respondent participation. Few new social stigmas were identified, but significant variations were found when examining variations between some demographic variables. Respondents who were female, older in age and grade level, frequently ate school lunch, and attended large schools with a high number of students receiving lunch at a free and/or reduced price were more aware of social stigmas and more greatly impacted by the actions of their peers. In contrast, qualitative data showed that some respondents are greatly influenced by peers and the fear of stigmatization.
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Dust, Sara Elizabeth. "Plate waste trends of kindergarten students participating in the National School Lunch Program /." View online, 2004. http://repository.eiu.edu/theses/docs/32211131187085.pdf.

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Gjengdahl, Madonna C. "Comparison of cost and selected nutrients of the national school hot lunch, a la carte, and combination of school lunch/a la carte menus." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gjengdahlm.pdf.

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Netshipise, Tshimangadzo Robert. "Challenges in implementing the National School Nutrition Programme at Khomela Primary School." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/2021.

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Thesis (M. Dev.) --University of Limpopo, 2016
The purpose of this study was to investigate the challenges in implementing the Nutrition Programme at Khomela Primary School in Vhembe District, Limpopo Province. A qualitative research was conducted using case study research design method. The Non-probability sampling method was done through purposive sampling method to select Grade 6 and 7 learners and convenient sampling method for teachers and parents. Data collection was done using individual unstructured interviews. Data was analysed using qualitative data analysis method. Four groups of respondents participated in the study: learners group (n=10) giving information on the meal preference; teachers (n=8) managing and administering the Nutrition Programme at school level; parents and food handlers (food handlers n=2, parents n=5). The study focused on the following challenges: management, infrastructure, training, motivation, food safety, quality of food, delivery by suppliers and feeding time as the main challenges of the Nutrition Programme. The findings of the study concluded that there was poor involvement of teachers and parents in the Nutrition Programme. The study also concluded that the aim and principles of the Nutrition Programme were not well understood at Khomela Primary School. The participants also made suggestions on how the Nutrition Programme could be improved effectively. The study suggested that the school had to conduct awareness campaigns of learners, teachers and parents indicating the importance of the Nutrition Programme in schools. The study also concluded that the school had to be provided with modern a kitchen and a school dining hall. Despite the challenges, the Nutrition Programme had a positive impact on the school enrolment. To minimise the challenges of the Nutrition Programme, the study recommends that the principal and the School Governing Body draft a School Nutrition Policy which is in line with the Nutrition Programme guidelines. The Nutrition Policy should cover issues such as management and administration of the Nutrition Programme.
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Summers, Amber C. "Vegetarian meals in the national school lunch program| Emploring the barrriers and facilitators." Thesis, The Johns Hopkins University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571741.

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Background: The school food environment is critical in demonstrating and encouraging a healthy dietary pattern among children. Incorporating vegetarian options into school lunch menus is an under-examined aspect of the school food environment, but has the potential to help achieve federal nutrition standards and introduce students to diverse foods. The purpose of this research was to explore the barriers and facilitators to serving meat alternates and vegetarian meals in the school lunch program.

Methods: Peer-reviewed literature, grey literature, and federal documents were reviewed to summarize the current state of research and federal guidelines on meat alternates and vegetarian meals in schools. Qualitative data collection to explore school personnel perspectives on serving vegetarian options took place between November 2011 and June 2012. At the district level, 19 semi-structured interviews were completed with food service personnel in school districts across the United States representing various geographical regions, district sizes, and student demographics. At the school level, 18 semi-structured interviews with school personnel, 5 observations, and review of 10 school lunch menus took place in the Baltimore City Public School district, chosen based on its emphasis on the availability of vegetarian meals through district-wide implementation of Meatless Monday. Interview participants, schools, and districts were selected based on convenience and purposive sampling. Interview transcriptions and observation notes were coded and reviewed for key themes using ATLAS.ti 6.2.

Results: Key barriers to serving vegetarian options were students' food preferences, greater food waste and drop in school lunch participation rates, negative public opinion, and negative parent and personnel attitudes. Key facilitators to serving vegetarian options were demand for vegetarian meals, community support and involvement in school nutrition, providing choice and variety of well-presented vegetarian options, and flexibility of school meal guidelines.

Conclusions: This research demonstrates how federal school meal guidelines have evolved to provide increased flexibility in providing vegetarian options; however, achieving acceptance among some students, school personnel, and families is a challenge. Multi-level strategies involving schools, families, communities, and policy makers are needed to create and sustain a school environment that is supportive of offering vegetarian options. Future research should explore student and family perspectives.

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Carlson, Sarah Marie. "Student and Parent Perceptions of the Lunches Served Under the Revised Guidelines for the National School Lunch Program." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397165529.

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Fortune, Joanne C. "Teenage attitudes/practices toward the School Breakfast Program and the National School Lunch Program at James Monroe High School, Fredericksburg, Virginia." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-02132009-172645/.

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Peterson, Carla A. "Effects of the National School Lunch Program and the School Breakfast Program on cholesterol levels of children ages 11-15." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1125148.

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This study looked at how cholesterol levels of students, ages 11-15, who participated in the NSLP and the SBP would be affected compared with those students who only participated in the NSLP. Fasting blood samples (lOmL) were analyzed from 15 students who ate lunch only (L) and 15 students who ate both breakfast and lunch (BL) from the Driver Middle School food service at least 3 times a week. Blood was analyzed for changes in total cholesterol, HDL, LDL, and Triglycerides from baseline to 4 months. Results showed a significant decrease in total cholesterol and LDL, and a significant increase in triglycerides from baseline to 4 months in both the L group and the BL group. This may be attributable to hormone levels during sexual maturation in prepubescent and pubescent students.
Department of Family and Consumer Sciences
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Retzer, Barbara J. "EFFECT OF NEW SODIUM REGULATIONS ON NATIONAL SCHOOL LUNCH PROGRAM MEAL CONSUMPTION OF MIDDLE SCHOOL STUDENTS IN A NORTHEASTERN OHIO SCHOOL DISTRICT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428788827.

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Davidson, Shae. "Eating democracy : school lunches and the social vision of the New Deal /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234224.

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Books on the topic "National school lunch program"

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P, Borges Manuel, ed. National School Lunch Program assessment. New York: Nova Science Publishers, 2009.

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P, Borges Manuel, ed. National School Lunch Program assessment. New York: Nova Science Publishers, 2009.

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Inc, Mathematica Policy Research, and United States. Department of Agriculture. Economic Research Service, eds. Direct certification in the National School Lunch Program: Impacts on program access and integrity : final report. Washington, D.C.]: Economic Research Service, 2003.

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Jones, Jean Yavis. National school lunch facts and issues. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1995.

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Jones, Jean Yavis. National school lunch facts and issues. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1996.

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United States. Food and Nutrition Service, ed. Accountability training manuals: National School Lunch and School Breakfast Programs. [Washington, DC]: U.S. Dept. of Agriculture, Food and Nutrition Service, 1991.

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Gunderson, Gordon W. The national school lunch program: Background and development. New York: Nova Science Publishers, 2003.

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United States. Food and Nutrition Service. School lunch is big business. [Washington, D.C.]: U.S. Dept. of Agriculture, Food and Nutrition Service, 1991.

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B, Glantz Frederic, and United States. Food and Nutrition Service. Office of Analysis and Evaluation, eds. School lunch and breakfast cost study: Final report. Alexandria, VA (3101 Park Center Dr., Alexandria 22302): U.S. Dept. of Agriculture, Food and Nutrition Service, Office of Analysis and Evaluation, 1994.

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United States. Food and Nutrition Service. AccuClaim: Meal counts count! Washington, D.C.]: U.S. Dept. of Agriculture, Food and Nutrition Service, 1989.

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Book chapters on the topic "National school lunch program"

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Xuetong, Fan. "Irradiated Ground Beef for the National School Lunch Program." In Food Irradiation Research and Technology, 373–84. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118422557.ch20.

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Eubanks, William S. "Textbox: The U.S. Farm Bill and Textbox: The National School Lunch Program." In International Food Law and Policy, 713–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07542-6_30.

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Brigman, Greg, Elizabeth Villares, and Linda Webb. "Building Your Program Tied to ASCA National Standards–RAMP." In Evidence-Based School Counseling, 225–40. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315670621-10.

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Nogueira, Rosana Maria, and Bruna Barone. "The national school food program in the interpretation of Brazilian managers." In School Food, Equity and Social Justice, 95–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003112587-8.

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Gaddis, Jennifer E., and June Jeon. "Sustainability Transitions in Agri-food Systems: Insights from South Korea’s Universal Free, Eco-friendly School Lunch Program." In Social Innovation and Sustainability Transition, 121–37. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18560-1_9.

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Gustafsson, Göran, and Lars Frenning. "A National Academic-Industrial Research Program with an Integrated Graduate Research School." In Lecture Notes in Mechanical Engineering, 1117–27. India: Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-1050-4_89.

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Oberman, Aaron H., and Jeannine R. Studer. "Understanding How to Assess Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 163–77. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-10.

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Baker, Caroline A., and Sibyl Cato West. "Understanding How to Define Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 121–27. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-7.

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Oberman, Aaron H., and Jeannine R. Studer. "Understanding How to Manage Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 128–44. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-8.

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Studer, Jeannine R., and Aaron H. Oberman. "Understanding How to Deliver Your School Counseling Program Using the ASCA National Model." In A Guide to Practicum and Internship for School Counselors-in-Training, 145–62. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429266089-9.

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Conference papers on the topic "National school lunch program"

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Xie, Qingshu. "Examining Validity of Student National School Lunch Program Eligibility in NAEP After Community Eligibility Provision." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2005307.

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Luong, Serena S., and Marti Baum. "Social Factors Affecting Enrollment in Free School Lunch Programs in Housing Insecure Youths of San Bernardino County." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.56.

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Rozhdestvenskaya, Lada Nikolaevna. "Methodology of creating national program of school meal sustainable growth." In III International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112216.

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DOBRILA, Mirela Carmen, and Constantin NECULAU. "The National Program School after School- Factual and Conceptual Premises. Educational and Legal Perspectives." In 12th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice RSACVP 2019, 15-17 May 2019, Iasi, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.156.

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Hug, Sarah. "Striving for Coherence: Conceptual Reinvention of Program Fidelity in a National After-School Program." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445470.

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Hassan, Manasik, Marva Yahya, Schahla Al-Shibili, Mohamed Senan S. Al-Hajjaji, Sadriya Al-Kohji, and Madeeha Kamal. "Autistic Spectrum Disorders Awareness Program Among Teachers & Parents In Qatari Governmental School." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.211-a.

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Ivanova, Margarita, Patrick Barrow, and Sidnie Gallegos. "Health Empowerment through a School-Based Health Sciences Program. Not Your Regular Health Class: When Doctors and Scientists Interact with Secondary Students as Professionals." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.654.

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Kim, Hae Won, and Young Jin Lee. "EP189/#251 Korean school nurses’ attitude toward boys in the national human papilloma virus vaccine immunization program." In IGCS 2022 Annual Meeting Abstracts. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/ijgc-2022-igcs.280.

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Nguyen, Amanda Q., Hillary Zieve, Leesa Li, Jennifer Nam, Himakar Nagam, Celine Phong, Christen Chalmers, et al. "Children with High BMI, Female Sex, and No-Sports Participation Show Differential Health Benefits from a 20-week School-Based, Mentored, Behavioral Change Model Program - Team KiPOW!" In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.763.

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Popescu, Delia-Mioara, Florica Miu (Rotaru), and Alina Manache (Șerban). "Management of Activities “School after School”." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/18.

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The Romanian teacher is in a permanent change, which is why education is required to go beyond this context. Therefore, the school, in addition to the educational preparation of the student, must consider its education in non-formal and informal environments. In order to be able to carry out and implement such activities, the Ministry of National Education has elaborated the Methodology for organizing the "School after School" Program, through OMECTS no. 5349 / 07.09.2011, an official document, which presents the legislative framework in order to be successful. With the help of local authorities, these programs are much more flexible. They are carried out under the guise of educational projects and help the student both in the preparation of the subjects, as well as in various recreational activities, depending on his skills. An efficient partnership between the three factors involved in the educational process, the school and local authorities on the one hand, and the family on the other, implies mutual respect and trust, but also efficient communication and collaboration. All these concerns have as main objective to find the methods by which the students acquire the necessary knowledge to be able to cope with the daily changes of the society. As the learning must be carried out permanently, not only within the formal framework of the school, the local authority comes to support the family and the school so that the learning environment does not suffer and offers the student comfort.
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Reports on the topic "National school lunch program"

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Handbury, Jessie, and Sarah Moshary. School Food Policy Affects Everyone: Retail Responses to the National School Lunch Program. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29384.

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Bonomo, Therese, and Diane Whitmore Schanzenbach. Trends in the School Lunch Program: Changes in Selection, Nutrition & Health. Cambridge, MA: National Bureau of Economic Research, May 2023. http://dx.doi.org/10.3386/w31287.

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Baker, Michael, Nina Drange, and Hege Marie Gjefsen. An Evaluation of a National Program to Reduce Student Absenteeism in High School. Cambridge, MA: National Bureau of Economic Research, July 2022. http://dx.doi.org/10.3386/w30194.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, May 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to 15-year-old students’ experiences at school, which illustrate student background characteristics and schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate, exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and shortage of educational material. Volume II of the PISA 2022 national report examines the similarities and differences between a number of participating countries and economies, referred to as comparison countries; the Australian states and territories; and, school sector and different demographic groups for each of the above constructs. The results from PISA, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).
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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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de Simone, Francesco, Camila Mejia, Jose Martinez-Carrasco, Santiago M. Perez-Vincent, and Harold Villalba. Mitigating Coercive Parenting through Home Visitations: The Impacts of a Parenting Program Targeted at Vulnerable Communities in Jamaica. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004501.

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Family violence is a critical development challenge in low- and middle-income countries (LMICs), carrying high health, social, and economic costs and increasing the risk of perpetuating the cycle of violence across generations. Parenting programs have improved parenting practices in high-income countries. However, evidence for LMICs is sparse. This study evaluates an intervention to reduce coercive parenting implemented by the Ministry of National Security of Jamaica, which targeted caregivers of children aged 6 to 15 in vulnerable communities in the country. Treated caregivers were visited by a parental trainer for six months and invited to three sessions of a group training workshop during that period. We conducted a randomized controlled trial (RCT) to evaluate the interventions impact. Using data from a follow-up survey completed six months after the intervention, we find robust evidence of reduced coercive parenting practices among treated caregivers compared to the control group. The improvement is due to a reduction in the reported likelihood of caregivers yelling and beating their children for misbehaving. The effect is greater for caregivers with higher pre-intervention levels of coercive parenting. The results provide evidence that parenting interventions can effectively reduce coercive parenting among caregivers of school-aged children in highly violent middle-income settings.
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Hernández Romero, Karla. How does Avancemos Work?: Best Practices in the Implementation of Conditional Cash Transfer Programs in Latin America and the Caribbean. Inter-American Development Bank, February 2016. http://dx.doi.org/10.18235/0010637.

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The Avancemos conditional cash transfer (CCT) program, which has operated since 2006 in Costa Rica, focuses on families living in extreme poverty and social vulnerability with adolescents and youth between the ages of 12 and 25. In August 2015, nearly 157,000 students received the cash transfer upon meeting certain co-responsibilities associated with school attendance and completing the school year in secondary school. Beneficiaries are eligible based on their score in the Target Population Information System (Sistema de Población Objetivo - SIPO), calculated through the Social Information Record (Ficha de Información Social - FIS). To receive the benefit, the mother or guardian of the student needs to sign a contract with the Joint Institute for Social Welfare (Instituto Mixto de Ayuda Social - IMAS) in which they commit to meeting the abovementioned co-responsibilities. Verification of the co-responsibilities is carried out by the IMAS in conjunction with the education centers. The payments are made monthly through a prepaid card issued by the National Bank of Costa Rica (Banco Nacional de Costa Rica - BNCR). This document is part of a series of studies carried out in several countries of Latin America and the Caribbean with the objective of systematizing understanding of the operations of CCTs. The other case studies are available on the IDB´s Conditional Cash Transfers website.
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